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Assessing Student Problem-Solving Skills With Complex Computer-Based Tasks
Assessing Student Problem-Solving Skills With Complex Computer-Based Tasks | Vendlinksi | The Journal of Technology, Learning and Assessment Submitting Articles Subscription Details Mission Statement Editorial Board Related Links Email Us at jtla@bc.edu The JTLA is active...
 Career/Technical Education Framework (CA Dept. of Education)
need to know? At what level? 1. What a computer network is 2. Types of computer networks 3. The features of the computer networks 4. The advantages and disadvantages of each of the different types of networks 5. What networ...
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need to know? At what level? 1. What a computer network is 2. Types of computer networks 3. The features of the computer networks 4. The advantages and disadvantages of each of the different types of networks 5. What network operating systems are available 6. The advantages and disadvantages of each of the network operating systems 1. Cite the basic definition of computer networks. 2. Identify four types of computer networks. 3. Identify at least three features for each type of computer network
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=374
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=374
need to know? At what level? 1. What a <span class="highlight">computer</span> network is 2. Types <span class="highlight">of</span> <span class="highlight">computer</span> <span class="highlight">networks</span> 3. The features <span class="highlight">of</span> the <span class="highlight">computer</span> <span class="highlight">networks</span> 4. The advantages and disadvantages <span class="highlight">of</span> each <span class="highlight">of</span> the different types <span class="highlight">of</span> <span class="highlight">networks</span> 5. What network operating systems are available 6. The advantages and disadvantages <span class="highlight">of</span> each <span class="highlight">of</span> the network operating systems 1. Cite the basic definition <span class="highlight">of</span> <span class="highlight">computer</span> <span class="highlight">networks</span>. 2. Identify four types <span class="highlight">of</span> <span class="highlight">computer</span> <span class="highlight">networks</span>. 3. Identify at least three features for each type <span class="highlight">of</span> <span class="highlight">computer</span> network
A Three-Tier Response to Intervention (RTI) Model
& Lutz, L. (2005). Shared reading project: chapter by chapter -- thinking reader: Final report. Wakefield, MA. Dolan, R. P., & Hall, T. E. (2001). Universal design for learning: Implications for large-scale assessment. IDA Perspectives, 27(4), 22-25. Erdner, R. A., Guy, R. F., & Bush...
Comparability of Computer and Paper-and-Pencil Versions of Algebra and Biology Assessments
Comparability of Computer and Paper-and-Pencil Versions of Algebra and Biology Assessments | Kim | The Journal of Technology, Learning and Assessment Submitting Articles Subscription Details Mission Statement Editorial Board Related Links Email Us at jtla@bc....
Teaching about the Life and Health of Cells. ERIC Digest.
terms. You can further narrow your search by using education level Descriptors, such as "elementary education", "middle schools", "intermediate grades", "junior high schools", "secondary education", or individual grade levels. You can search the data...
Successful K-12 Technology Planning: Ten Essential Elements. ERIC Digest.
enGauge, available at http://www.ncrel.org/engauge/. The enGauge framework identifies six essential conditions critical to the effective use of technology for student learning. Another resource is the Learning with Technology Profile Tool, available at http://www.ncrtec.org/capacity/profile/p...
Illinois Science Assessment Framework PSAE Grade 11
instruments, computer hardware and software, on-line services and equipment, primary source data and images, and communication networks. They learn how technology, in turn, is the result of a scientific design process that includes continual refinements and improvements. WORKING...
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instruments, computer hardware and software, on-line services and equipment, primary source data and images, and communication networks. They learn how technology, in turn, is the result of a scientific design process that includes continual refinements and improvements. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. The practical application of science requires both individual and group efforts. Individuals bring unique insight and focus to the work of inquiry and
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http://www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=5
www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=5
instruments, <span class="highlight">computer</span> hardware and software, on-line services and equipment, primary source data and images, and communication <span class="highlight">networks</span>. They learn how technology, in turn, is the result <span class="highlight">of</span> a scientific design process that includes continual refinements and improvements. WORKING ON TEAMS Learn and contribute productively as individuals and as members <span class="highlight">of</span> groups. The practical application <span class="highlight">of</span> science requires both individual and group efforts. Individuals bring unique insight and focus to the work <span class="highlight">of</span> inquiry and
Illinois Science assessment Framework
Illinois Science Assessment Framework | State Assessments Beginning Spring 2006 5 USING TECHNOLOGY Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results. Technology is invented and improved by the use of s...
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Illinois Science Assessment Framework | State Assessments Beginning Spring 2006 5 USING TECHNOLOGY Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results. Technology is invented and improved by the use of scientific principles. In turn, scientists depend on technology in performing experiments, analyzing data and communicating the results. Science students learn to use a range of technologies: instruments, computer
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http://www.isbe.state.il.us/assessment/pdfs/iaf_science.pdf#page=5
www.isbe.state.il.us/assessment/pdfs/iaf_science.pdf#page=5
Illinois Science Assessment Framework | State Assessments Beginning Spring 2006 5 USING TECHNOLOGY Use appropriate instruments, electronic equipment, computers and <span class="highlight">networks</span> to access information, process ideas and communicate results. Technology is invented and improved by the use <span class="highlight">of</span> scientific principles. In turn, scientists depend on technology in performing experiments, analyzing data and communicating the results. Science students learn to use a range <span class="highlight">of</span> technologies: instruments, <span class="highlight">computer</span>
history_pub2000
Vermont Department of Education (History & Social Sciences Grade Expectations) H&SS51 History and Social Sciences — Grades 9-12 Economics: Grouped with Vermont Standards 3.8, 3.9, 6.15, 6.16, 6.17 H&SS9-12:18 Students show an understanding of the interaction/ interd...
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Vermont Department of Education (History & Social Sciences Grade Expectations) H&SS51 History and Social Sciences — Grades 9-12 Economics: Grouped with Vermont Standards 3.8, 3.9, 6.15, 6.16, 6.17 H&SS9-12:18 Students show an understanding of the interaction/ interdependence between humans, the environment, and the economy by… • Explaining patterns and networks of economic interde- pendence that exist nationally and globally (e.g., currency, stock market, world trade). i • Examining how
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=51
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
Vermont Department <span class="highlight">of</span> Education (History & Social Sciences Grade Expectations) H&SS51 History and Social Sciences — Grades 9-12 Economics: Grouped with Vermont Standards 3.8, 3.9, 6.15, 6.16, 6.17 H&SS9-12:18 Students show an understanding <span class="highlight">of</span> the interaction/ interdependence between humans, the environment, and the economy by… • Explaining patterns and <span class="highlight">networks</span> <span class="highlight">of</span> economic interde- pendence that exist nationally and globally (e.g., currency, stock market, world trade). i • Examining how
Colorado Model Content Standards
and rural areas; • describing patterns and processes of diffusion* (for example, information networks around the world); and • solving locational questions requiring the integration of information from two or more sources. GRADES 9-12 As students in grades 9-12 extend...
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and rural areas; • describing patterns and processes of diffusion* (for example, information networks around the world); and • solving locational questions requiring the integration of information from two or more sources. GRADES 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do includes • analyzing geographic information using a variety of scales--local, national, international (for example, growth issues in Limon, New York City, and Southeast Asia); • analyzing
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=8
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=8
and rural areas; • describing patterns and processes <span class="highlight">of</span> diffusion* (for example, information <span class="highlight">networks</span> around the world); and • solving locational questions requiring the integration <span class="highlight">of</span> information from two or more sources. GRADES 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do includes • analyzing geographic information using a variety <span class="highlight">of</span> scales--local, national, <span class="highlight">international</span> (for example, growth issues in Limon, New York City, and Southeast Asia); • analyzing
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=17
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=1...
• describing the processes <span class="highlight">of</span> cultural diffusion*; and • describing the effect <span class="highlight">of</span> technology on the development and change <span class="highlight">of</span> cultures. 4.3 Students know the patterns and <span class="highlight">networks</span> <span class="highlight">of</span> economic interdependence. GRADES K-4 In grades K-4, what students know and are able to do includes • identifying the location and distribution <span class="highlight">of</span> major economic activities in Colorado; and • describing economic <span class="highlight">networks</span> used in daily life (for example, transportation and communication <span class="highlight">networks</span>). GRADES 5-8 As students in grades 5-8
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